数学对话教学:内涵、审视及意蕴  

Dialogue of Teaching and Mathematics: Connotation,Thinking and Implication

作　　者：胡典顺[1] 王荣乾[2] 

机构地区：[1]华中师范大学数学与统计学学院,湖北武汉430079 [2]河南工业职业技术学院,河南南阳473009

出　　处：《天津师范大学学报（基础教育版）》2010年第1期47-51,共5页Journal of Tianjin Normal University(Elementary Education Edition)

基　　金：湖北省高等学校教学研究项目"新课程理念下‘数学教学论’的课程建设与教学模式的研究和实践"成果之一(2008121)

摘　　要：对话作为一种教育原则,强调的是师生的平等交流与知识共建。数学对话教学是师生双方对数学意义的共同探究。数学教学之所以能够实施对话,是由数学的对话性所决定的。数学具有对话的品质,这可以从数学真理、数学发展、数学知识等多方面进行认识。数学对话教学的形式是多元的,基于数学对话的教学代表着未来数学教育和数学学习的一种发展演进方向。As a teaching rule,dialogue emphasizes the equal exchanges and the knowledge buildings between teachers and students.The dialogue of teaching and mathematics is the result of the common exploration between teachers and students.The reason that the dialogue can be implemented is determined by the dialogical nature of the Mathematics,which can be recognized from such aspects as mathematical truth,the development of mathematics,mathematical knowledge and so on.The form of the dialogue of teaching and mathematics is pluralistic for the teaching based on the mathematics dialogue represents the direction of the development of the future mathematics teaching and learning.

关 键 词：数学对话教学 哲学审视 意蕴 

分 类 号：G623.5[文化科学—教育学]